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72 views

Math

Uploaded by

api-511869883
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Division Using Area Models & Number Bonds

Student Name: Tiffanie Colecchia

School Name: The College Of New Jersey

Grade Level: 4th grade

Guiding and/or Essential Questions:

What is divison?

What is an area model?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,


possible misconceptions, prior lesson content)

Students will have already been introduced to division. They will already know how to divide
using a place value chart.

Standards:
CCSS.MATH.CONTENT.4.OA.A.2

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by


using drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison. 1

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to solve division word I will asses students by giving them an exit
problems using area models and number ticket that will help me evaluate their
bonds. understanding on the topic.
Materials/Resources: (List materials, include any online or book references and resources)

● Student math book


● Pencil

Plan for set-up/distribution/cleanup of materials:

● Online lesson plan

Step by Step plan (numbered):

1) Students will begin math class by completing a do now that will set them up for the
lesson. This question will review ideas about area models.
a) After the students complete the do now, I will go over it with the students.
2) I will begin by telling students that we were be learning how to divide using a different
strategy. I will write 48 divided by 4. I will model for students.
a) I will draw a regular area model that represents this prpoblem.
b) Next, I will draw a number bond of the number 48 breaking it into smaller
sections 40 and 8. I will show how I will divide 40 by 4, and then 8 by 4. Then, I
will add them together.
c) I will show an area model of this.
d) I will explain to students how and why breaking numbers up helps you divide.
3) We will try 26 divided by 2 together. I will ask for volunteers along the way to guide me
through the problem.
4) Students will try 39 divided by 3 on their own. We will go over it together after they are
finished.
5) Students will be directed into their math books to cokmplete lesson 20 problem set. There
are word problems in this section. Students already know how to solve word problems.
a) As students work through this problem set, I will have them pause to go over
problems from it.
6) After some time has passed (about 30 minutes) students will be given an exit ticket to
evaluate who understands the new strategy that was introduced to them today.

Key Questions (that you will ask):

● What is division?
● Why do you think splitting up a big number into smaller sections might help you solve it?
● What is the divisor?
● What is the quotient?
Key Vocabulary

● Division
● Divisor
● Area model
● Number bond

Logistics:

Timing: 1 hour

Do now: 10 minutes

Modeling: 15 minutes

Individual work: 30 minutes

Exit Ticket: 10 minutes

Transition:

The do now will help students warm up their brains for the subject that will be taught in math
class. It will help transition straight into the the lesson.

Classroom Management:

I will establish behavioral expectations at the beginning of the lesson. Students will be told their
role during the lesson. Since students will be at home because we are fully online, they will
know to stay muted unless they have any questions or comments about the strategy.

Differentiation Notes

● If students are strugging with the strategy, I will have another breakout room that
students can follow me into for extra support.
● For students who finish early, I will have extra work for them. They can sign off and
work on it individually.

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